The interview with Alexander Asmolov, head of the Department of Personality Psychology at Lomonosov Moscow State University, about the prospects for the development of corporate cultures. The text was published in the newspaper «Personnel Decide Everything in Tomsk Region» (issue 12 (128), 2024). The interviewer is the chief editor of the publication, Tatyana Naraeva.

The program proposes to implement the idea of the art of living with others as a strategy of moving away from the discourse of intergenerational gaps to finding ways of mutual assistance, mutual enrichment and strengthening intergenerational ties to ensure human-centeredness, sustainability and resilience of society in its present and future. The main perspective is to create conditions for intergenerational exchange based on an understanding of the problems and needs of different generations and the capacity of each generation to share its experience and resources. Intergenerational relations, their quality and level fulfill an integrative function in society and determine the level of its consolidation and solidarity. In modern conditions it is the most important factor of unity through intergenerational relations of the family, various communities and the whole Russian society.

The curriculum presents the diversity of approaches to childhood in different branches of the humanities — in ethnology/social anthropology, history, psychology, archaeology, and folklore studies. Wherever possible, it implements an interdisciplinary approach. The methodological foundation is the culturalhistorical theory of L. S. Vygotsky, A. N. Leontiev, and A. R. Luria.

This curriculum addresses the following range of issues: the main approaches and research directions concerning children and childhood in the 20th century within the humanities; the cultural conventionality of universal phenomena such as childhood, growing up, socialization, child development in cognitive and moral terms; the innovative potential of childhood and its role in societal development across different cultures and historical eras. Additionally, the curriculum explores problems associated with childhood in the modern world, such as intergenerational relations, socialization in virtual communities, issues related to school and education, children’s rights, and the legitimacy and limits of government intervention in regulating family relations. It also examines youth subcultures and their role in modern society.

Interest in the history and ethnography of childhood is no longer merely a matter of curiosity. In today’s era of change, unpredictability, uncertainty, and increasing complexity, the growing gaps between generations have become particularly relevant. Modern society faces many challenges, and one of the most pressing is understanding what childhood and growing up mean today. Does the «extended age of childhood» continue to lengthen? Are we concerned about the infantilism of new generations of adults, or, on the contrary, are young talents — having not finished school — ready to join adult life because they possess enough skills to create their own startups and promote new technologies? How can our generation educate children when we do not know what kind of world they will live in, or what knowledge and professions will be in demand?

The current situation is considered from the point of view as a situation of the transitive and uncertain world in which a person develops and selfactualizers. This assumption raises questions about how personal growth and the maintenance of emotional stability are harmonized. The aim of the article is to consider the concept of personality brittleness in the external and internal plane, as well as the investigation of the modern contradictory empirical phenomenology of personal development and self-realization. The reasons for the imbalance between uniqueness and typicality declared by young people of the Z generation are revealed. The phenomenon of the «red pill» and ambivalence between understanding the new concepts of brat and wellness and behavior is described. Caring for one’s emotional well-being contrasts sharply with the growing number of depressions, suicides and self-harm. The desire for complete independence often contradicts with the motivation to remain in the parental family even in adulthood.

Materials on behavior in the Internet space are especially contradictory. On the one hand, immersion decreases and awareness during observing and creating posts increases On the other hand, the number of phobias and disinhibiting grows. Based on the historical-genetic approach and theoretical-methodological analysis, a variant of constructing a methodological structure is proposed. This structure would make it possible to collect and systematize the existing contradictory facts. As an option, it is possible to construct a methodology as a complex gestalt, a scheme with permeable boundaries. The methodological technique for its creation is estrangement, which makes it possible to present phenomena in their real position. In a single methodological gestalt, theoretical concepts should be combined with practical approaches to coping with difficulties. The psychology of everyday life is proposed as such an approach.

The article presents the model of human self-determination based on the target image of the future. The relevance of the study is determined by the reduction of the life cycle of a profession, change of professions by specialization in the context of change of projects and building an individual career, which requires from the subject the competence of personal and professional self-determination in conditions of uncertainty and change, readiness to design the image of the future as a space for development of human potential. The model is the basis of the approach to increasing the effectiveness of professional and personal self-determination in the context of the tasks of working with the future and developing human potential. Self-determination is understood as a way of inclusion in an activity, in which the subject creates and implements an anthropological project for solving a cultural and historical problem, based on internal supports, motives, and interests of the subject. The complexity and ambiguity of interpretations of the concept of self-determination, its identification and activity perspective, as well as the fundamental importance of considering the «three layers of time» in self-determination are shown: to analyze structures and their emergence in the past, to design schemes of new activities and situations in the future, and reflexively build ways of transition in the present. The problem of self-determination is considered in the context of different ages, including school age. Selfdetermination of high school students is built considering age characteristics, objective limitations of life and professional experience. The result of their self-determination can be either continued «educational self-determination» based on the current interests and activities of the student (preferences for a particular subject being studied, etc.), or activity-based self-determination based on the first «trials and errors». The conducted research has theoretical and practical value in the context of the development and implementation of practices of professional and personal self-determination in the system of general, vocational, higher and additional education.

In the spring of 2024, the online cinema Okko, part of the Sber ecosystem, together with the production company BMP, presented a scientific show called The Frontiers of Knowledge. The show was hosted by Albert Efimov, Director of the Research and Innovation Department at Sberbank. The guest of the program was the distinguished theoretical physicist Valery Rubakov. The article presents a condensed transcript of the conversation.

A perspective direction for the development of educational cooperation between the BRICS countries is the organization of a network of BRICS associated schools. UNESCO associated schools are a successful example of such an international network educational project. The BRICS school association is established upon the basis of the values declared at the BRICS summits. The article proposes the purpose, objectives, principles, and forms of organization of educational activities in the associated schools, and presents the experience of the BRICS+ International School as a prospective methodological center of the association.

The future largely depends on teachers, but in the present a lot is also required of them, which implies continuous self-improvement. In this sense, according to Confucius, there are no teachers in the world – only students. The previous article was devoted to the course “Learning to Learn” for schoolchildren, now the reader is presented with a similar course for teachers. The modern requirements for the profession of a teacher, who today is not only a teacher, but also a mentor, content creator, organizer, moderator, expert, designer, tutor, education navigator, etc., are considered, which determines the importance of the problem of individual and corporate professional self-education. At the same time, in general, the basis of the ability to learn should not be the acquisition of ready-made pedagogical tools for life, but the formation of basic competencies and motivation that will allow consciously building an individual educational trajectory throughout life in accordance with the needs for professional and personal development. Taking into account the well-known prototypes, within the framework of children’s segment of SberObrazovanie, a course “Learning to Learn” has been prepared for teachers, the purpose of which is to make learning a lifestyle. The program includes four modules: 1) “How an adult learns to learn”; 2) “Lifelong learning”; 3) “Motivation in learning: how to want to learn”; 4) “Brain potential development”. The main content, examples of educational and test tasks of the course are presented, in which more than 70 thousand teachers took part in the approbation in the 2023/2024 academic year.

This article examines the involvement of Russian students in extracurricular activities, their perceptions of the benefits of participating in such activities, and the observation of students with positive participation experiences as a factor motivating others to engage in extracurricular activities. Despite the clear advantages, there is a low level of student engagement in «out-of-classroom» activities in Russia. A literature review revealed that existing research on Russian students’ involvement in extracurricular activities primarily relies on data collected within a single university. Moreover, an analysis of academic works identified a lack of studies focusing on Russian students’ perceptions of extracurricular activities and the impact on motivation to participate in this area. The study was conducted using semi-structured interviews with members of student organizations from major universities in Moscow. The sample included students aged 18 to 24 enrolled in undergraduate, graduate, and specialist programs. The research findings are formulated based on theoretical models, particularly the expectancy-value theory and Albert Bandura’s social learning theory. The article highlights the need for further research using mixed methods and suggests continuing the discussion on emulating students with successful extracurricular experiences. The limitations of this study include a small sample size (15 participants), a focus on Moscow-based universities, and the predominance of student self-government organizations in the sample. At the end of the article, the interview guide used with the students is attached.

The article deals with the issue of using neural networks as personal assistants of a modern teacher. The algorithm of independent creation of a chatbot with a neural network is given, the algorithm of profiling the neural network by changing the default context of its work is described. An important factor is the availability of practical instructions, where the whole process of creating such a chat-bot is shown in detail, with illustrations. Due to the lack of restrictions on the number of chatbots, a modern teacher has the opportunity to create a team of virtual assistants who will be a reliable support in non-core tasks.

The purpose of the study is to study the phenomenon of personal and professional stability of school teachers. Particular attention is paid to age as a guarantor of sustainability in the teaching profession. The paper presents an analysis of data from a sociological survey, which was conducted using a unified instrument among school teachers working in Russia and Armenia. The study analyzed the signs of sustainability in the profession among teachers. Using the author’s tools, an assessment of personal and professional stability was carried out using the example of a sample of a sociological survey. Conclusions have been drawn about the manifestation of personal and professional instability (precariatization) in the teaching environment and the role of the teacher’s age in overcoming the corresponding signs. The level of personal and professional stability of teachers indicated that in the countries studied it is still quite early to talk about the massive spread of signs of precariatization in the teaching profession (we can rather talk about the transformation of teachers into “potential precariat”). In the sample, only a small part of the observations has a weak level of personal and professional stability. However, significant risks of precariatization are borne by the process of teachers losing personal and professional stability with age (which is especially noticeable in the example of Russia). The novelty of the study lies in the development of an approach to the selection of characteristics and assessment of personal and professional stability, the use of which allows the formation of new hypotheses regarding the precariatization of teaching work.